Commission on Teacher Credentialing
1900 Capitol Avenue Sacramento, CA 95811
(916) 324-8002
Fax (916) 324-8927
www.ctc.ca.gov
Professional Services Division
March 26, 2013
Dr. Jim Marshall
Associate Dean
CSU Fresno
5005 N. Maple Avenue
Fresno, CA 93740
Dear Dr. Marshall:
Congratulations! After completing a review of your Program Assessment resubmission for your
Preliminary Education Specialist – Mild/Moderate, Moderate/Severe, and Deaf & Hard of
Hearing programs, readers have made a preliminary finding that your program appears to be
preliminarily aligned with all program standards. Attached, you will find a copy of the feedback
form from this review with revised standard status shown in purple. Please note, as indicated on
the form, that all Program Standard Findings are preliminary until the site visit team reviews
evidence at the site visit.
Within the next two months please submit a final electronic version of your document that
incorporates any changes and additions made during the program assessment process. Please
refer to PSA 10-12. Submit your document as an email attachment to
ProgramAssessment@ctc.ca.gov or on a flash drive, by mail, to our office as soon as possible.
Please note that we cannot accept email attachments larger than 10MB or zipped files.
As your program has been preliminarily determined to be in alignment with all standards, no
additional program response is required at this time. However, you may see comments on the
feedback form regarding information that needs to be reviewed on site by the site visit team.
There is no need to send that information to the Commission, but have it available at the site
visit.
Should you have questions about the information contained in this report, the Program
Assessment process, or how to submit additional information, please send an e-mail to
ProgramAssessment@ctc.ca.gov and a staff member will respond to you promptly.
Sincerely,
Cheryl Hickey
Administrator of Accreditation
cc:
Dr. Paul Beare, Dean
Katie Croy
Tonja Jarrell
Ensuring Educator Excellence
Commission on Teacher Credentialing
Program Assessment Feedback
Education Specialist Teaching Credential Programs (2008)
Institution
CSU Fresno
Date of initial review
June 2012
Subsequent dates of review
February 2013, March 2013
General Comments: Readers were unable to locate a program summary, please include.
Direct links to relevant syllabi content are very useful – please use throughout. Provide
evidence that candidates are prepared to meet the needs of students throughout
California, not just the Fresno area. In the instances indicated below the document
indicated that standards were aligned, often by simply repeating the standard. Please
provide evidence of how they are met with examples and methods of verification.
Education Specialist Program Design Standards (1-16)
*Status
More
Information
Needed
Preliminarily
Aligned
Standard
Standard 1: Program Design, Rationale and Coordination
Questions, Comments, Additional Information Needed: Provide evidence for the program
addressing the full range of service delivery options, including general education. Provide
evidence that multiple points of entry are facilitated. Provide evidence that early and
continuous advising takes place. Provide evidence that explicit and supported mechanisms
for collaboration among all involved in the design, leadership, and ongoing delivery of the
program are present. Provide evidence partners provide intensive supervision for interns.
Evidence to be reviewed at the site visit: Student teaching handbook, visit/explore
partnership sites
More
Standard 2: Professional, Legal and Ethical Practices
Information Questions, Comments, Additional Information Needed: Describe how the Dispositions
Needed
Evaluation is used in the program to address ethical practices. Describe how the history of
Preliminarily special education is addressed? Provide evidence for how legal requirements are addressed.
Aligned
Describe how candidates gain an understanding of appropriate methodology for the
development, monitoring, and coordination of the Individualized Education Program (IEP),
the Individualized Family Service Program (IFSP), and transition planning for students with
mild-moderate disabilities. Describe how candidates learn to promote behavior that is selfregulatory and positive? Describe how candidates demonstrate mastery of evidence-based
educational practices in relation to theories and research? Readers were unable to locate the
data collection strategies and development of the IEP, so please include.
Evidence to be reviewed at the site visit:
More
Standard 3: Educating Diverse Learners
Information Questions, Comments, Additional Information Needed: Readers could not locate the policy
Program Assessment for each approved educator preparation program is required as part of the Commission’s
accreditation activities. The Preliminary Report of Findings does not imply that any of the Commission’s Program
Standards are Met. The decision if each standard is met or not is the responsibility of the site visit team.
1
Education Specialist Program Design Standards (1-16)
*Status
Standard
Needed
related to Dispositions. Describe how the program provides knowledge and application of
Preliminarily pedagogical theories, development of academic language, and principles/practices for
Aligned
English language usage leading to comprehensive literacy in English. Describe how
religion, gender identity/expression, and sexual orientation are addressed in the program.
Evidence to be reviewed at the site visit:
More
Standard 4: Effective Communication and Collaborative Partnerships
Information Questions, Comments, Additional Information Needed: Describe how multi-tiered
Needed
intervention strategies and 504 are addressed. Describe how candidates learn to
Preliminarily communicate with the business community, and public/non-public agencies. Describe the
Aligned
transitional collaborative project in 137 as it relates to this standard.
Evidence to be reviewed at the site visit:
More
Standard 5: Assessment of Students
Information Questions, Comments, Additional Information Needed: Describe how candidates
Needed
demonstrate knowledge of required statewide assessments and local, state, and federal
Preliminarily accountability systems.
Aligned
Evidence to be reviewed at the site visit:
Preliminarily Standard 6: Using Educational and Assistive Technology
Aligned
Questions, Comments, Additional Information Needed:
Preliminarily Evidence to be reviewed at the site visit:
Aligned
More
Standard 7: Transition and Transitional Planning
Information Questions, Comments, Additional Information Needed: Describe how the assignment in
Needed
SPED 120: Introduction to Special Education, the School-based Observation and Interview
Preliminarily Report/Reflection assignments, addresses transition and transitional planning. Describe how
Aligned
teacher candidates are introduced to assessment instruments and activities in planning,
implementation, and evaluation of transitional life experiences for students with disabilities
across the lifespan in 130.
Evidence to be reviewed at the site visit:
More
Standard 8: Participating in ISFP/IEPs and Post-Secondary Transition Planning
Information Questions, Comments, Additional Information Needed: Describe how SPED 145
Needed
specifically addresses IEP and IPP planning for transition-age youth in the areas of
Preliminarily community-based and vocational goals and supports. Describe how in SPED 136:
Aligned
Assessment, Curriculum, and Instruction for Students with Mild/Moderate Disabilities,
through course content and signature assignments, students learn to plan instruction to
support access to the core curriculum. Describe how transition and transitional planning are
addressed in fieldwork and practicum experiences.
Evidence to be reviewed at the site visit:
More
Standard 9: Preparation to Teach Reading/Language Arts
Information Questions, Comments, Additional Information Needed: Provide evidence that researchNeeded
based instruction is used in the program. Describe how candidates are prepared to address
Program Assessment for each approved educator preparation program is required as part of the Commission’s
accreditation activities. The Preliminary Report of Findings does not imply that any of the Commission’s Program
Standards are Met. The decision if each standard is met or not is the responsibility of the site visit team.
2
Education Specialist Program Design Standards (1-16)
*Status
Preliminarily
Aligned
Preliminarily
Aligned
Standard
the English Language Arts Content Standards related to speaking?
Evidence to be reviewed at the site visit:
Standard 10: Preparation to Teach English Language Learners
Questions, Comments, Additional Information Needed:
Evidence to be reviewed at the site visit:
More
Standard 11 : Typical and Atypical Development
Information Questions, Comments, Additional Information Needed: Provide documentation about how
Needed
pre-natal to school-age typical and atypical development is addressed. How are classroom
More
activities designed to facilitate student learning, and how are atypical students' learning
Information preferences, assessment of modalities and modality instruction are addressed? How does the
Needed
credential program focus on the design and delivery of accessible and effective assessment,
Preliminarily curriculum, and instruction (including intervention) for students with diverse learning needs?
Aligned
How do 146/147 focus on the development of skills required for candidates to be able to
design instructional environments that are appropriate to individual student needs, based on
chronological age, developmental differences, and disability-specific needs?
How does the intern pre-service component include introductory preparation relative to
Standard 11: Typical and Atypical Development in SPED 120 as well as ongoing preparation
throughout the program?
See general comments above.
Evidence to be reviewed at the site visit:
Preliminarily Standard 12: Behavioral, Social, and Environmental Supports for Learning
Aligned
Questions, Comments, Additional Information Needed:
Evidence to be reviewed at the site visit:
More
Standard 13: Curriculum and Instruction of Students with Disabilities
Information Questions, Comments, Additional Information Needed: How does SPED 146: Assessment
Needed
and Instruction for Students with Moderate-Severe Disabilities covers content areas such as
Preliminarily the utilization of UDL to ensure standards-based access for students with moderate-severe
Aligned
disabilities and use of tools such as IEP matrices and participation to articulate how contexts
for embedded instruction and individualized student supports? How does the program
provide opportunities for candidates to ensure equitable access to the content and
experiences found in the state-approved core curriculum?
Evidence to be reviewed at the site visit:
More
Standard 14: Creating Healthy Learning Environments
Information Questions, Comments, Additional Information Needed: Readers found the first three
Needed
paragraphs to be unrelated to this standard. Describe how all aspects of this standard are met
Preliminarily in the program when workshop content is not assessed.
Aligned
How does the program verify that candidates have completed the CPR certification.
Program Assessment for each approved educator preparation program is required as part of the Commission’s
accreditation activities. The Preliminary Report of Findings does not imply that any of the Commission’s Program
Standards are Met. The decision if each standard is met or not is the responsibility of the site visit team.
3
Education Specialist Program Design Standards (1-16)
*Status
Standard
Evidence to be reviewed at the site visit: CPR certification process, assessment of standard
elements and candidate competencies.
More
Standard 15: Field Experiences in a Broad Range of Service Delivery Options
Information Questions, Comments, Additional Information Needed: How is the continuum of special
Needed
education services addressed in the field experiences? Describe how experiences in general
Preliminarily education, experiences with parents and families, and a broad range of service delivery
Aligned
options are met. Provide evidence that fieldwork culminates in a placement in which the
candidate works toward assuming full responsibility for the provision of services in the
specific credential authorization and is of sufficient duration for the candidate to demonstrate
the teacher performance expectations for special educators.
Evidence to be reviewed at the site visit:
More
Standard 16: Assessment of Candidate Performance
Information Questions, Comments, Additional Information Needed: Please provide examples of the
Needed
midterm and final evaluation related to the TPEs, the observation form, as well as the
Preliminarily components of the portfolio. How is verification of candidate performance provided by at
Aligned
least one supervising teacher and one institutional supervisor trained to assess the TPEs, with
at least one assessor shall hold authorization in the candidate’s credential area?
Evidence to be reviewed at the site visit: Verify how university documents that at least
one assessor holds authorization in the candidate’s credential area.
Mild/Moderate Disabilities Level I
Status
More
Information
Needed
Preliminarily
Aligned
More
Information
Needed
Preliminarily
Aligned
Standard
M/M Standard 1: Characteristics of Students with Mild/Moderate Disabilities
Questions, Comments, Additional Information Needed: The standard language does not
match current CTC standard. The information provided needs to be tied into identifying
characteristics.
Evidence to be reviewed at the site visit:
M/M Standard 2: Assessment and Evaluation of Students with Mild/Moderate
Disabilities
Questions, Comments, Additional Information Needed: Provide evidence that assessments
address developmental, social, communication, career and community life skills. How does
the program address state-mandated accountability measures?
Evidence to be reviewed at the site visit:
More
M/M Standard 3: Planning and Implementing Mild/Moderate Curriculum and
Information Instruction
Needed
Questions, Comments, Additional Information Needed: How does the program ensure that
Preliminarily evidence-based instructional strategies are used across a variety of environments? How does
Program Assessment for each approved educator preparation program is required as part of the Commission’s
accreditation activities. The Preliminary Report of Findings does not imply that any of the Commission’s Program
Standards are Met. The decision if each standard is met or not is the responsibility of the site visit team.
4
Aligned
the program prepare candidates to create instructional and behavior support partnerships
with parents/families? Reference the IEP assignment for meeting “utilize standards-based
assessment data to collaboratively develop IEP goals. Provide evidence for how the
program provides a knowledge base of strategies and interventions for students who are not
responding to the current instructional environment (e.g., RTI).
Evidence to be reviewed at the site visit:
More
M/M Standard 4 Positive Behavior Support
Information Questions, Comments, Additional Information Needed: Standard language does not match
Needed
current CTC standard. Provide evidence that the program prepares candidates to participate
More
effectively in school wide behavior support processes as well as addressing coercion and
Information punishment. Please align to current standard. Explain not just that program aligns to
Needed
standard but how the program prepares candidates to meet this standard. When you tell us
Preliminarily for instance that “candidates receive training” please explain in greater detail what this
Aligned
training entails.
Evidence to be reviewed at the site visit:
M/M Standard 5: Specific Instructional Strategies for Students with Mild/Moderate
Preliminarily Disabilities
Aligned
Questions, Comments, Additional Information Needed:
Evidence to be reviewed at the site visit:
More
M/M Standard 6: Case Management
Information Questions, Comments, Additional Information Needed: Unable to review because the
Needed
incorrect standard and evidence was provided. You have said that the program aligns to
More
standard please explain in greater detail how program aligns to standard.
Information Evidence to be reviewed at the site visit:
Needed
Preliminarily
Aligned
Moderate/Severe Disabilities Level I
Status
More
Information
Needed
More
Information
Needed
Preliminarily
Aligned
More
Information
Needed
More
Standard
M/S Standard 1: Learning Characteristics of Individuals with Moderate/Severe
Disabilities
Questions, Comments, Additional Information Needed: How does the program ensure that
students understand the disability characteristics specific to the moderate/severe categories?
How does the program ensure that candidates can determine the implications of mod/severe
characteristics for service delivery? Please address in specific detail disability characteristics
specific to m/s.
Evidence to be reviewed at the site visit:
M/S Standard 2: Communication Skills
Questions, Comments, Additional Information Needed: How do weekly expectations and
activities, as well as the implementation of fieldwork requirements that are connected to
content of core methods courses and observed by a university supervisor in SPED 172 and
Program Assessment for each approved educator preparation program is required as part of the Commission’s
accreditation activities. The Preliminary Report of Findings does not imply that any of the Commission’s Program
Standards are Met. The decision if each standard is met or not is the responsibility of the site visit team.
5
Information
Needed
Preliminarily
Aligned
More
Information
Needed
Preliminarily
Aligned
Preliminarily
Aligned
176 facilitate the meeting of this standard?
Explain in further detail HOW this happens.
Further development and clarification of the explanation in green is needed.
Evidence to be reviewed at the site visit:
M/S Standard 3: Developing Social Interaction Skills and Facilitating Social Context
Questions, Comments, Additional Information Needed: This is unclear: “Finally,
understanding challenging behavior and the relationship to communication and meaningful
relationships is used to being the semester and revisited at the end, as well.”
Evidence to be reviewed at the site visit:
M/S Standard 4: Assessment, Program Planning and Instruction
Questions, Comments, Additional Information Needed:
Evidence to be reviewed at the site visit:
More
M/S Standard 5: Movement, Mobility, Sensory and Specialized Health Care
Information Questions, Comments, Additional Information Needed: Describe how candidates
Needed
demonstrate knowledge of and ability to support the movement, mobility, sensory and
Preliminarily specialized health care needs required for students to participate fully in classrooms, school,
Aligned
and the community. Describe how the candidate demonstrates knowledge of and ability to
use appropriate and safe techniques, procedures, educational technology, and adaptive
equipment. Describe how candidates demonstrate knowledge of federal, state, and local
policies related to specialized health care in educational settings.
Evidence to be reviewed at the site visit:
Preliminarily M/S Standard 6: Positive Behavioral Support
Aligned
Questions, Comments, Additional Information Needed:
Evidence to be reviewed at the site visit:
More
M/S Standard 7: Transition and Transitional Planning
Information Questions, Comments, Additional Information Needed: How do candidates demonstrate
Needed
comprehension of topics covered in the various courses described? Please provide further
detail and explanation.
More
Information Evidence to be reviewed at the site visit:
Needed
Preliminarily
Aligned
More
M/S Standard 8: Augmentative and Alternative Communication
Information Questions, Comments, Additional Information Needed: How do candidates demonstrate
Needed
knowledge specific to the disability categories delineated in the standard? Please provide
further detail and explanation.
More
Information Evidence to be reviewed at the site visit:
Needed
Preliminarily
Aligned
Program Assessment for each approved educator preparation program is required as part of the Commission’s
accreditation activities. The Preliminary Report of Findings does not imply that any of the Commission’s Program
Standards are Met. The decision if each standard is met or not is the responsibility of the site visit team.
6
Commission on Teacher Credentialing
Program Assessment Feedback
Education Specialist Teaching Credential Programs (2008)
Institution
CSU Fresno
Date of initial review
July 2012
Subsequent dates of review
November 2012, March 2013
General Comments: It is helpful to readers to have each sentence in the standard
addressed individually, see how standard 10 was explained in your document for an
example. Show exactly where in syllabi standard is covered, suggest use of matrix
or chart.
Education Specialist Program Design Standards (1-16)
*Status
Standard
Preliminarily Standard 1: Program Design, Rationale and Coordination
Aligned
Questions, Comments, Additional Information Needed:
Evidence to be reviewed at the site visit:
More
Standard 2: Professional, Legal and Ethical Practices
Information Questions, Comments, Additional Information Needed: Please supply a response to each
Needed
sentence in the standard. Linking to the syllabus is not enough, need to know how each part
Preliminarily is met. How is the history of special education addressed? Provide evidence for how legal
Aligned
requirements are addressed. Describe how candidates participate in the development, and
planning of the Individualized Education Program (IEP), the Individualized Family Service
Program (IFSP), etc. Describe how candidates learn to promote ethical behavior.
Evidence to be reviewed at the site visit:
More
Standard 3: Educating Diverse Learners
Information Questions, Comments, Additional Information Needed: Provide evidence of how
Needed
understanding and acceptance of differences is taught. ESL is covered but what about other
Preliminarily differences? How is candidate knowledge demonstrated? Describe how religion, gender
Aligned
identity/expression, and sexual orientation are addressed in the program.
Evidence to be reviewed at the site visit: Observe that candidates demonstrate understanding
and acceptance of differences in student teaching placements in CDDS 258 Student Teaching:
Deaf and Hard of Hearing and CDDS 268 Externship with Deaf Children and Youth.
More
Standard 4: Effective Communication and Collaborative Partnerships
Information Questions, Comments, Additional Information Needed: Describe how multi-tiered
Needed
intervention strategies and 504 are addressed. Describe how candidates learn to
Preliminarily communicate with the business community, and public/non-public agencies. Tell strategies
Aligned
for working with general education teachers and school administrators. Show exactly where
standard is covered in course syllabi.
Evidence to be reviewed at the site visit: Verify that collaboration skills with general
Program Assessment for each approved educator preparation program is required as part of the Commission’s
accreditation activities. The Preliminary Report of Findings does not imply that any of the Commission’s Program
Standards are Met. The decision if each standard is met or not is the responsibility of the site visit team.
1
Education Specialist Program Design Standards (1-16)
*Status
More
Information
Needed
Preliminarily
Aligned
More
Information
Needed
Preliminarily
Aligned
Preliminarily
Aligned
More
Information
Needed
Preliminarily
Aligned
Standard
education teachers and principals are acquired through multiple general education field work
experiences with the Introduction to teaching course, EHD 50, the fieldwork of EHD 174 Field
Study A/Grades 4-8 and EHD 178 Study B/Grades K-3
Standard 5: Assessment of Students
Questions, Comments, Additional Information Needed: Describe how candidates acquire
background knowledge of assessment. Describe assessments and multiple sources of
information candidates use in order to participate in progress monitoring and in decision
making regarding eligibility and services. What are the opportunities student teaching
placements provide for demonstrating knowledge of assessments? Please list all instructors.
Evidence to be reviewed at the site visit:
Standard 6: Using Educational and Assistive Technology
Questions, Comments, Additional Information Needed: The reader does not see where
candidates demonstrate knowledge of assistive technology in CDDS 114.
Evidence to be reviewed at the site visit: Visit assistive technology lab at UCP , verify
candidates have the opportunity to use communication assistive devices and computers
accessible to individuals with severe and multiple disabilities.
Standard 7: Transition and Transitional Planning
Questions, Comments, Additional Information Needed:
Evidence to be reviewed at the site visit:
Standard 8: Participating in ISFP/IEPs and Post-Secondary Transition Planning
Questions, Comments, Additional Information Needed: Describe how CDDS 114
specifically addresses IFSP/IEP planning. Describe how transition and transitional planning
are addressed.
Evidence to be reviewed at the site visit: Verify candidate participation in goal setting and
IEP planning in student teaching. Verify partnership with the local service provider, Deaf and
Hard of Hearing Service Center (DHHSC).
Standard 9: Preparation to Teach Reading/Language Arts
Questions, Comments, Additional Information Needed: Breakdown where in syllabi the
items in the matrix are covered.
Evidence to be reviewed at the site visit:
More
Information
Needed
Preliminarily
Aligned
Preliminarily Standard 10: Preparation to Teach English Language Learners
Aligned
Questions, Comments, Additional Information Needed:
Evidence to be reviewed at the site visit:
More
Standard 11 : Typical and Atypical Development
Information Questions, Comments, Additional Information Needed: Describe in further detail where
Needed
candidates are exposed to the items in the standard. How do candidates will demonstrate
Preliminarily skills required to provide information to family members. Show where candidates
Aligned
demonstrate skills appropriate to the student’s chronological age, developmental
differences, and disability-specific needs for all disabilities.
Program Assessment for each approved educator preparation program is required as part of the Commission’s
accreditation activities. The Preliminary Report of Findings does not imply that any of the Commission’s Program
Standards are Met. The decision if each standard is met or not is the responsibility of the site visit team.
2
Education Specialist Program Design Standards (1-16)
*Status
More
Information
Needed
Preliminarily
Aligned
Preliminarily
Aligned
More
Information
Needed
Preliminarily
Aligned
Standard
Evidence to be reviewed at the site visit: Look for evidence candidates experience
providing information to family members.
Standard 12: Behavioral, Social, and Environmental Supports for Learning
Questions, Comments, Additional Information Needed: Explain further how candidates
will assess behavior of students, including students with complex behavioral and emotional
needs.
Evidence to be reviewed at the site visit:
Standard 13: Curriculum and Instruction of Students with Disabilities
Questions, Comments, Additional Information Needed:
Evidence to be reviewed at the site visit:
Standard 14: Creating Healthy Learning Environments
Questions, Comments, Additional Information Needed: Please provide evidence that
candidates attend the Conference of Character and Civic Education. It states that it is
required...under which course is it required? What happens if a candidate does not attend,
how is learning assessed for each candidate? Provide more explanation on how student
health and its impact on learning are explored in CI 171. The reader did not see evidence in
course syllabus (in readings or assignments).
Evidence to be reviewed at the site visit: Attendance requirements, sign-in sheets.
Standard 15: Field Experiences in a Broad Range of Service Delivery Options
Questions, Comments, Additional Information Needed: Please address how fieldwork
experiences in birth to five settings is required of candidates?
Evidence to be reviewed at the site visit:
More
Information
Needed
Preliminarily
Aligned
Preliminarily Standard 16: Assessment of Candidate Performance
Aligned
Questions, Comments, Additional Information Needed:
Evidence to be reviewed at the site visit:
Deaf and Hard-of-Hearing Level I
More
Information
Needed
Preliminarily
Aligned
Preliminarily
Aligned
D/HH Standard 1: Characteristics of Learners
Questions, Comments, Additional Information Needed: Please provide evidence that
current research on deaf-blind and deaf children with additional disabilities is addressed in
CDDS 200. The syllabus does not provide enough evidence.
Evidence to be reviewed at the site visit:
D/HH Standard 2: Development of Professional Perspectives
Questions, Comments, Additional Information Needed:
Evidence to be reviewed at the site visit:
Program Assessment for each approved educator preparation program is required as part of the Commission’s
accreditation activities. The Preliminary Report of Findings does not imply that any of the Commission’s Program
Standards are Met. The decision if each standard is met or not is the responsibility of the site visit team.
3
More
Information
Needed
Preliminarily
Aligned
Preliminarily
Aligned
Preliminarily
Aligned
Preliminarily
Aligned
Preliminarily
Aligned
More
Information
Needed
Preliminarily
Aligned
More
Information
Needed
Preliminarily
Aligned
More
Information
Needed
More
Information
Needed
Preliminarily
Aligned
Preliminarily
Aligned
D/HH Standard 3: Candidate Communication Skills
Questions, Comments, Additional Information Needed: Please provide further evidence
that candidates demonstrate communication skills with students who are deaf-blind, and/or
those with additional disabilities.
Evidence to be reviewed at the site visit:
D/HH Standard 4: Language and Cognitive Development Strategies
Questions, Comments, Additional Information Needed:
Evidence to be reviewed at the site visit:
D/HH Standard 5: Specialized Assessment
Questions, Comments, Additional Information Needed:
Evidence to be reviewed at the site visit:
D/HH Standard 6: Instructional Techniques
Questions, Comments, Additional Information Needed:
Evidence to be reviewed at the site visit:
D/HH Standard 7: Early Childhood Intervention and Education
Questions, Comments, Additional Information Needed:
Evidence to be reviewed at the site visit:
D/HH Standard 8: Hearing Loss and Additional Disabilities
Questions, Comments, Additional Information Needed: Please provide content to be
discussed (and course readings) in CDDS 263 that specifically covers hearing loss and
additional disabilities. The reader did not see where the candidates were required to address
“considerations of specialized adaptations and/or modifications in the learning process”.
While CDDS 201 addresses challenging behaviors in young children, please provide
evidence that additional disabilities is discussed in the course.
Evidence to be reviewed at the site visit:
D/HH Standard 9: Managing Student Behavior and Social Interaction Skills
Questions, Comments, Additional Information Needed: Please explain how candidates are
assessed in their ability to foster appropriate social behavior/ social skills/ self-advocacy
skills.
Evidence to be reviewed at the site visit:
D/HH Standard 10: Transition and Transitional Planning
Questions, Comments, Additional Information Needed: Please provide evidence that
candidates demonstrate skills related to transition from Part C to Part B of IDEA, that
candidates demonstrate skills in writing transition plans for high-school aged students (adult
transitions) who are deaf or hard-of-hearing, including those who are deaf-blind and those
with additional disabilities. Are those skills demonstrated in fieldwork and if so, please
provide evidence.
Evidence is not clear that candidates demonstrate skills in the transition to Part C to Part B.
It was not evident that the IFSP was discussed or IFSP outcomes generated..
Evidence to be reviewed at the site visit:
D/HH Standard 11: Collaborative Partnerships
Questions, Comments, Additional Information Needed:
Evidence to be reviewed at the site visit:
Program Assessment for each approved educator preparation program is required as part of the Commission’s
accreditation activities. The Preliminary Report of Findings does not imply that any of the Commission’s Program
Standards are Met. The decision if each standard is met or not is the responsibility of the site visit team.
4